Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment

Abstract

Programmatic assessment attempts to facilitate learning through individual assessments designed to be low-stakes and used only for high-stakes decisions when aggregated. In practice, low-stakes assessments have yet to reach their potential as catalysts for learning. Due to the powerful role teachers play in utilising assessment to support learning, we explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships.